Theoretical And Practical Research On The Teaching Of Equation In Junior Middle School

The equation is an important part of junior high school mathematics,and it is also a hub that links mathematics knowledge with real life problems.Therefore,equation teaching has always been the focus and hotspot of educational research.Equation teaching is not only about teaching basic knowledge and basic skills,but also contains many mathematical thoughts,such as abstract thought,returning thought,model thought,and so on.This thesis studies the teaching of equation from both theoretical and practical aspects.In theory,it classifies and divides the basic thoughts of mathematics,and establishes the theoretical and evaluation framework of this thesis;In practice,the practice of the equations is studied from the three aspects of teaching materials,teachers and students.And from the three concepts of the concept of equations,solve equations,and applied problems,the paper proposes concrete and feasible teaching suggestions and instructional design.And ask the frontline teachers to evaluate it.The specific research is as follows:First of all,this paper first reviews the relevant literature at home and abroad.The basic thoughts of mathematics are summarized into abstract thoughts,reasoning thoughts,and model thoughts.At the same time,combined with the teaching materials to illustrate the three thoughts in the equation.And based on the essence of mathematics,the basic thoughts of mathematics are divided into layers,and the theoretical framework and evaluation system of this thesis are established.Secondly,this thesis combines the "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" to study the contents of the equations in the textbooks published by the Beijing Normal University Press.From the three concepts of the concepts,solve equation and applied problems,the internal relations between the various equations in junior high school are sorted out,and the basic thoughts of mathematics are used as the theoretical basis to provide suggestions for teachers' teaching.By combing the textbooks,we can find that: The teaching of equations reflects the basic thoughts of mathematics from different angles;Algebra-based learning is important,and the teaching of equations is based on algebra;The textbook does not directly explain the basic thoughts of mathematics.It requires the teacher to explain and guide the students in the classroom implementation;The study of the basic thoughts of mathematics is conducive to the construction of the theoretical framework of equations.Then,this thesis interviews junior high school teachers and draws conclusions: Teachers with long teaching ages or higher academic qualifications will have a deeper understanding of the basic mathematics of the equations than the average teacher.Some junior high school teachers with short teaching ages have little understanding of mathematical thoughts,and most of them are associated with mathematical thought and methods.Teachers agree that the equation contains mathematical basic thoughts and can infiltrate the basic thoughts of mathematics in the classroom.Finally,this thesis sets up the student test volume in combination with the evaluation framework,tests and collects data from 246 students from two junior high schools in Sichuan,and uses SPSS software to sort out the data and draw conclusions: The ninth grade students have a general grasp of the basic mathematical thoughts in the equation;There is no significant difference between boys and girls in mastering the mathematical thoughts in the equation;The better-developed schools are better than ordinary schools,and the better-based classes are better than ordinary classes;The three basic mathematical thoughts have certain relevance,but the reasoning and the model thoughts are the most relevant.This thesis combines the "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" with the textbooks of junior high school published by the Beijing Normal University press,and studies the two aspects of equation teaching from theory and practice.Put forward corresponding suggestions for the teaching of equations and instructional design to provide reference for teachers' teaching.